JAASEP WINTER 2007 Part 6 of 6
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The primary consideration is the enhancement of trust and social competence and the transference of that development from an outdoor based educational setting to the social interactions and academic engagement within the secondary school environment. There is considerable research that supports the knowledge that increased trust and social competence boosts social emotional learning and increases school engagement and academic achievement. However, little empirical evidence generated in England concerning the role that an integrated outdoor/adventure based educational program has on marginalized pupils, is available. Therefore, this project collected and analyzed both quantitative and qualitative corpuses of data to produce the evidence necessary to ascertain the value of outdoor/adventure based educational programming in relationship to personal development and school based achievement.
The delivered strategy consists of a school based delivery of trust building activities, outdoor education based delivery of group dynamics and effective communication activities along with a confidence building wilderness trip. The pupils were assessed using standardized assessment tools before, during and after the program. Furthermore, teachers, parents and school administrators had the opportunity to participate in open interviews, thus providing valuable qualitative and quantitative information to be used in the findings.
Abstract
For the purpose of this research project an outdoor education program was developed for students (aged between 10-14) displaying signs of emotional difficulties in engaging with school and family life. The project investigated the effective use of an Integrated Adventure Based Educational program delivered in a complimentary milieu of classroom, outdoor and “wilderness” venues. Participants of the Adventure Based Learning Experience (ABLE) program reported positive change. In interview, 86% of the students reported that their self-confidence had improved, 95% reported feeling more comfortable at school, and 64% believed that they had become more aware of the needs of others. Furthermore, 88% say that they have an increased ability to regulate their emotions, and 75% say they have experienced more positive interactions with their family since participating in the program. Outdoor education proponents have argued that a systematic approach to experiential learning through challenge can develop participants trust, social competence and group cohesion. This study demonstrates significant gains in social competence for 22 Year 8 students participating in the ABLE program as compared to the control groups.